This webpage contains customizable resources that promote evidence-based practices, such as Universal Design for Learning (UDL), and that make use of technology to support the Common Core State Standards (CCSS) for all learners. Resources include Math Instructional Strategy Guides that address effective practices as well as sample lessons and articles that provide strategies for implementing formative assessment, UDL, and technology.

3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.[3]

Analyze patterns and relationships.[5]

3. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.[5]

Number and Operations in Base Ten[K - 5]

Use place value understanding and properties of operations to perform multi-digit arithmetic.[3 - 4]

5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.[4]

Geometry[K - 8]

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.[4]

1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.[6]

Number and Operations—Fractions[3 - 5]

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.[4]

Use equivalent fractions as a strategy to add and subtract fractions.[5]

1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)[5]

The Number System[6 - 8]

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.[6]

1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?[6]

Compute fluently with multi-digit numbers and find common factors and multiples.[6]

4. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1—100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).[6]